Comments on: When teaching restrains discoveryhttp://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/
Mon, 26 Nov 2012 12:00:51 +0000hourly1http://wordpress.org/?v=4.0.1By: Ernesto Martinezhttp://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/#comment-10452
Thu, 26 Jan 2012 18:24:09 +0000http://blogs.discovermagazine.com/notrocketscience/?p=3654#comment-10452I believe that the idea of this article is to make people of all ages, especially the young generations, realize that learning isn’t all because of a direct approach and daily lesson plan. Learning can also be done by the process of experimentation. If someone is always there to hold your hand through a process, experiment, etc, then there won’t be opportunity for independent learning. I believe that “learning through discovery” on your own, will further enhance the individual’s creativity.
In my educational career I have experienced both types of learning. Classes like math, english, and history were all taught through direct lesson plans. I also was able to experience learning through discovery in classes like art, mechanical drafting, and wood shop. Both ways of learning can be very effective, but it depends on the teacher and the type of class being taken.
]]>By: Qumvithea Leehttp://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/#comment-10451
Thu, 26 Jan 2012 09:34:53 +0000http://blogs.discovermagazine.com/notrocketscience/?p=3654#comment-10451I believe the idea of this article is to acknowledge that people absorb and process new information differently. It is interesting because the subjects are children. Children can be very curious about new things where as adults will have developed a certain mind set towards exploring new information.

Past teachers in my life have all had different teaching styles. My math teachers were more direct with instructions while my english teachers encouraged more free thought obviously from the subjects being taught. When my math teachers taught me a specific method to a problem I stopped learning and used the cookie cutter method to solve problems. It wasn’t until I joined the army that an instructor said, “This is one way to do it, not the only way.” His comment implied that there are more ways to do things, you just have to find out what is is. When I heard that, it made me think more unorthodox or outside the box to tackle issues and problems.

]]>By: Jenna Wermeshttp://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/#comment-10450
Thu, 26 Jan 2012 07:10:32 +0000http://blogs.discovermagazine.com/notrocketscience/?p=3654#comment-10450For me personally, I find it very interesting to see the many different results to the “experiment”. But then again It doesn’t surprise me to see that all of the different groups reacted differently from the rest. I believe that every individual all have different ways of learning and discovering differently. And I agree, in the end it all depends on the instructor and how they instruct it to the student.

Looking back at my past education, I have many different experiences. Every single teacher/professor I have ever had all have different impacts on me. I believe that I am a very visual learner, and when my past teachers have given me a lot of hands on experiences, those events tend to stick with me more than others.

Now that I am thinking more and more about my past learning experiences, all of the teachers that give me direct instruction give me more security in knowing my outcome. But at the same time, it was very frustrating because it never allowed me figure things out on my own, or create my own. So yes I would have to say yes. When teachers just give me the direct instruction, I will always look for an easy way out, look for that way around it all. I also don’t like the idea of “being told what to do”. So when I get forceful directions, I just feel like it’s a job more than a personal want. I find it more common as well when it is a subject that I have no interest in.

]]>By: Jose Montielhttp://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/#comment-10449
Thu, 26 Jan 2012 06:37:33 +0000http://blogs.discovermagazine.com/notrocketscience/?p=3654#comment-10449This article is interesting how it shows the difference between instructional and exploring teaching styles. Both kind of teaching but i prefer the exploring after there had been an introduction to a subject but also there are some topics that need to be explanations overall there need to be a discovery teaching method.
]]>By: Bill Curtinhttp://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/#comment-10448
Sat, 09 Jul 2011 23:11:53 +0000http://blogs.discovermagazine.com/notrocketscience/?p=3654#comment-10448I love it! I’ve always been intuiively a student of this school of thought: that in education, less is more. Most students need to be pointed in the right direction…not led by the hand. John Holt is highly recommended reading for anyone who would like to explore this concept further – in particular, “How Children Learn” and “How Children Fail.” These two books have probably influenced my teaching more than any other literature.
]]>By: Scotthttp://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/#comment-10447
Thu, 27 Jan 2011 01:35:36 +0000http://blogs.discovermagazine.com/notrocketscience/?p=3654#comment-10447Encouraging Discovery & Inquiry in Science education is very important. I am a HS Biology teacher, and I’ll give you my take on it.

It is a great strategy & idea – but there is a bunch of ‘pre-teaching’ that needs to be done. Students at the HS level need to be taught about the scientific method, variables & controls; AND they need good guidance with it too. They also need a tremendous amount of TIME.

Its that time aspect that is the main problem. Once you go towards standardized testing as a way of measuring students (and teachers!) there is a pressure towards students learning & memorizing CONTENT over process, and understanding. All that matters is the test score & final mark, not what the student can process, or discover.

The problem lies deep within the educational systems that allow public/parental input into course standards & policies. Education is one of the only areas that we allow such an odd marriage – can you imagine a hospital being run by patients? Or a doctor being told how to operate or medicate a patient BY the patient? Or a lawyer being told which angles & strategies to take in a case by the client?

But that’s what we do in education. The inmates run the asylum – then when it goes wrong we blame the messengers, but not the policy makers who bent to public/parent pressure.

Turn education over to the PROFESSIONALS and watch it grow – it does in many other countries, the ones the US lags behind.

]]>By: Roger Evanshttp://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/#comment-10446
Mon, 24 Jan 2011 17:39:10 +0000http://blogs.discovermagazine.com/notrocketscience/?p=3654#comment-10446This research and insight also have important, direct application to playing a musical instrument:http://rogerevansonline.com/2011/01/24/instruct-yes-but-let-them-explore-too/
]]>By: C. Nelia M.http://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/#comment-10445
Sat, 22 Jan 2011 18:46:09 +0000http://blogs.discovermagazine.com/notrocketscience/?p=3654#comment-10445Interesting article and experiment! Resonates for me with teaching experiences for the very young and in high school, as well as when I am learning.

A sense of discovery and adventure can pull us forward, while the foundation of experience gets us started. Both of these in a balance of “creative tension” let us build on and spring forward from our knowledge base.

Finding the balance for each subject, group of learners and the setting/situation is where the “artful form” of teaching arises and is sparked. Can life get much better as we constantly learn anew how each learner and/or group approaches and accesses opportunities with various subject matter, learning styles and methodologies?

]]>By: Dave in Califhttp://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/#comment-10444
Wed, 19 Jan 2011 19:47:10 +0000http://blogs.discovermagazine.com/notrocketscience/?p=3654#comment-10444Dr. Titzer (Your Baby Can Read) has other ways of engaging the very young. Pretty interesting how the littles ones can absorb so much, much more than we think they can.
]]>By: Ken Pidcockhttp://blogs.discovermagazine.com/notrocketscience/2011/01/18/when-teaching-restrains-discovery/#comment-10443
Wed, 19 Jan 2011 02:25:17 +0000http://blogs.discovermagazine.com/notrocketscience/?p=3654#comment-10443Always look to new ways to encourage discovery, but never forget to be skeptical.
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